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Service User Involvement MethodsA Guidance Document

Advocacy Unit, HSE 2010

SERVICE USER INVOLVEMENT METHODSA GUIDANCE DOCUMENT

1

Foreword 2

Background 3

Scope 4

Definitions 4

Purpose 4

Methods PlanningTool 6

Access and Retaining Participants 7

Methods for Service User Involvement 8

• Consultations: Written and Online 8

• Complaints Handling 12

• Journey Mapping 13

• Deliberative Workshops 16

• Focus Groups 19

• Mystery Shopper 22

• Service User Panels 24

• Online Forums 27

• Surveys 30

When Engaging in Service User Involvement Processes: Key Points 32

Additional Supports & Resources Available 37

References 43

CONTENTS


2

FOREWORD

Critical to the successful implementation ofthe National Strategy for Service UserInvolvement (HSE & DoHC 2008) is howhealth services involve and encourageservice users to drive quality improvement ata national, local and individual level.

Health care services need to be organised inthe future to maximise the role of serviceusers in:

1. The co-operation of healthcare (i.e.needs assessment, design, delivery andevaluation)

2. The promotion of patient centred care3. Quality improvement.

It is the aim of the HSE that this documentwill be of value to all of those working toinvolve service users in the design,development and evaluation of healthservices. Involvement processes usuallycombine several methods to achieve an aim.The shape, use and results of methods areusually determined by who is using them aswell as by the nature of the methodsthemselves and the context, purpose etc.This is clearly illustrated in the formativeevaluation of the Joint CommunityParticipation in Primary Care Initiative(Pillinger 2010).

I would like to acknowledge all whocontributed to the development of thisguidance document, and a sincere thanks tothose who submitted case studies applyingthe various methods outlined in thedocument. There are also other manyexcellent examples of service userinvolvement initiatives happening around thecountry and the HSE Achievement Awardsfor 2010 is testament to that.

We should always welcome the involvementof those who use our health services and arewilling to give up their time to do so. I wouldencourage all staff therefore to promote,practice and support service userinvolvement at all levels (i.e. individual levels,ward/programme/departments andorganisational) and continue to endorse andsupport the National Strategy for ServiceUser Involvement.

If you have further case studies that youconsider provide valuable learning for serviceuser involvement please let us know; we lookforward to hearing from you.

Mary CullitonDirector of AdvocacyHealth Service Executive


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1.0 BACKGROUND

The empowerment and participation of

service users has become a key element of

government policy, and the need to listen

and act on the views of service users, is an

increasingly integral part of the planning and

delivery of healthcare (HSE & DoHC 2008).

Different levels of service user

empowerment, participation and involvement

exist on a continuum of participation

including information, consultation,

partnership, delegation and control (see

McEvoy, Keenghan & Murray 2008).

Before you embark on the process of involving service users there are four stages of

thinking and preparation to be considered:

1. Take stock: be sure why you should do it all.

2. Map out the skills and strengths of your team to assess the baseline to build on.

3. Assess the extent to which user involvement and public engagement are welcomed

as a meaningful exercise by your colleagues at work. How much practical supports

will there be from others?

4. Before you start; define the purpose; be realistic about the magnitude of the planned

exercise; select an appropriate method or several methods depending on the target

population and your resources; get the commitment of everyone who will be affected

by the exercise; frame the method in accordance with your perspective; write the

protocol (Chambers et al. 2003, p.89).


4

The scope of this document is applicable toall service users and all professionals withinhealth and social care services.

2.1 DEFINITIONS

Service users

‘We use the term ‘service user’ to include:

• People who use health and social careservices as patients

• Carers, parents and guardians

• Organisations and communities thatrepresent the interests of people whouse health and social care services

• Members of the public and communitieswho are potential users of healthservices and social care interventions

The term service user also takes account ofthe rich diversity of people in our societywhether defined by age, colour, race,ethnicity or nationality, religion, disability,gender or sexual orientation, and may havedifferent needs and concerns’ (HSE & DoHC2008, p.6).

2.2 PURPOSE

The following document presents a methodsplanning tool and provides readers with anoverview of the range of different methodsavailable for service user involvement.

The following list of methods is notexhaustive; there are numerous tools andtechniques available some of which ensuremaximum participation in decision makingwhilst some to a lesser extent. The followingmethods, however, are ones that you may bemore familiar with:

• Consultations: written and online

• Complaints handling

• Deliberative workshops andconferences

• Journey mapping

• Focus groups

• Mystery shopper

• Service user panels

• Online notice-boards and online forums

• Surveys

For a more comprehensive list of methodssee www.peopleandparticpation.net

Please note that the methods outlined aboveare not a choice between one or another asany involvement of opinion exercise will bemore valid if you obtain views and input frommore than one source to minimise bias. Ifyou are considering an important topic andwant wide-ranging views, choose two orthree methods, put the results together andcompare your findings.

2.0 SCOPE

Don’t cut corners because you do not havesufficient resources to undertake a userinvolvement exercise properly, so that youleave out essential stages for examplepiloting questionnaires. If you sacrifice bestpractice for expediency, you will devalueyour exercise and the outcome will bemeaningless.

If you do not have enough resources orskills, either wait until you have rectified thedeficiency or select another method that youcan afford or have the ability to undertake(Chamber et al. 2003).

The document also presents guidingprinciples when engaging in service userinvolvement processes and also when:

• Working together

• Communicating with ‘The Deaf IrishSign Language Community’

• Communicating with Children andYoung People


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6

METHODSPLANNINGTOOL

Can

anything

change

asaresult

ofserviceuser

involvem

ent?

Whatisthemain

thingyouaretrying

toachieve?

Gatherfeedbackon

adraftdocum

ent

proposal.

Gathernewideas.

Buildrelationships

orongoing

dialogues.

Makeadecision

jointlywith

stakeholders.

Possiblemethods:

onlineforumsor

noticeboards,focus

groups,stakeholder

advisorygroups,

deliberative

workshopsor

conferences.

Adapted

from

BetterTogether(2009)

Doyouwanttofind

outaboutpre-

existingviewsand

opinions?

Doyouwanttogive

participantstimeto

developinformed

andconsidered

opinions?

Possiblemethods:

surveys,written

consultations,focus

groups,online

forums?

Possiblemethods:

deliberative

workshopsor

conferences.

Possiblemethods:

stakeholderpanels,

stakeholder

advisorygroups,

anyreconvened

focusgroupsor

deliberativeevents.

Possiblemethods:

deliberative

workshopsor

conferenceswith

decision

making

power.

Ifnothingcanchange

asaresultof

involvingserviceusersitisbestnottoraise

falseexpectationsbyconsultinginthefirst

place.Abetteralternativemaybe

touse

traditionalcommunicationmethods.

Yes

No

METHODSPLANNINGTOOL

Thissimpletoolcanhelpyouidentifythemethod,orcombinationofmethodsthatismostappropriateforyourserviceuserinvolvem

ent

objectives.

Whenusingthetool,bearinmindthattherearemanyotherfactorsthatimpacton

thechoiceofmethod,suchastime,resourcesandthe

intended

audience.Som

epeoplewillprefertorespondtoaconsultationonline,whilstotherswillpreferfacetofacemeetingsandworkshops.

Som

ewillbe

expertsinthesubjectand

used

toengaging

withpolicymakers,whilstotherswillneed

extrasupporttobe

abletotakepartand

soon.Thereforeitisoftennecessarytocombine

differentuserinvolvem

entm

ethodsinordertoachievemultipleobjectivesandgivemore

peoplethechancetorespond.Thismeanscarefullyconsideringhowthedifferenttypesofresponseswillbe

analysed

andweighted,and

beingopen

withserviceusersabouthow

theirinputswillbe

used.

Thisisabasictoolbasedon

asmalllistofm

ethods.Foramoredetailedversion,seetheProcessPlannerat

www.peopleandparticipation.net.

Helpfullinks:

�Guidelineson

consultationforpublicsectorsectorbodies:www.betterregulation.ie

�Bettertogether:Improvingconsultationwiththethird

sector:www.cabinetoffice.gov.uk/media/99612/better%20together.pdf

�PracticalGuidesforplanning

serviceuserinvolvem

ent:www.hse.ie/eng/services/ysys/SUI/Library/Guides/

2.3 ACCESS AND RETAINING PARTICIPANTS

Before you embark on any research orinvolvement exercise, you will need to thinkabout who you want to participate in it andhow you will access that group of people, getthem involved and keep them interested.Some question to ask yourself and top tipson improving access are outlined below:

Questions to ask yourself:

• Who do you want to research/consult?

• Will race, class and gender influencepeople’s involvement?

• Can you identify any potential problemswith regard to accessing this group?

• Who are the key service users, carers,individuals, groups or gate keepers,who can help you to access this group?

• What is the role of your initial contact,or gatekeepers, in ensuring yourcontinuing access?

• Who do you need to get permissionfrom about involvement?

• How much commitment will you requirefrom the participants in terms of hours,days, weeks or months? Is thisreasonable? Would you give up thisamount of time for someone else?

How to increase your chances of gainingaccess to people?

• Ask for advice on the most appropriateway to access the intended subjects.

• Be modest in your requests of people,but be open too about any furtherinvolvement they might incur after theinitial contact.

• Make full use of your establishedcontacts and those of your colleagues,supervisor, manager etc.

• Consider offering something back toyour subjects.

• Ask people to help or participate at theright time, be aware of busy periods.

• Be as clear as possible for doing yourinvolvement exercises, why it will behelpful and what the outcomes mightbe.

• Minimise non-response – people whorefuse to participate in your involvementactivity, or who initially aggress, butlater withdraw. Non-response is noteasy to address, but if you thinkcarefully about why people might refusebefore you start out, then you can makechanges to make it more attractive.


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3.1 CONSULTATION

Consultation is about seeking the views ofthose outside the decision-making process inorder to better inform that process.Consultation is not intended to be asubstitute for decision-making, but reflectsthe fact that the decision-making processbenefits from having the widest range ofviews and fullest information on a particularissue. Different methods of consultation suitdifferent situations, two of the main methodshowever include written consultations andonline consultations.

3.1.1 WRITTEN CONSULTATIONS

Description:

Written consultations engage with otherparties to gather intelligence, ideas andviewpoints on any type of issue. A writtenconsultation asks that a report be made onan issue focusing on certain details,emphasising a key area and exploringpossible actions on them (Better Government2005).

Used for:

They are typically used by organisations toengage the public in current issues.

Suitable Participants:

Non-profit organisations and charities aresuitable as outside bodies for consultation onpublic issues.

Cost:

Costs will depend on whether the exercise iscarried out inhouse or by an externalconsultancy firm.

Time Requirements:

This depends on the nature of theconsultation. Any thorough writtenconsultation process can take months andplenty of time should be given to allow acomplete report to be produced.

When to use:

• To generate new or different ideas tohelp decision makers.

• To get a better understanding onissues.

• To encourage greater debate.

• Helps to monitor existing policy andassess whether changes are needed.

When not to use:

• For quick, easy or cheap engagement.

Strengths:

• Generates sophisticated and lengthyresponses.

• Can involve a wide range of groups andindividuals who have specificinterests/expertise.

Weaknesses:

• Can be expensive.

• Will only access certain sectors of thepublic.

3.0 METHODS FOR SERVICE USER INVOLVEMENT

3.1.2 ONLINE CONSULTATIONS

Description:

Online consultations can take different forms.At its simplest, consultation documents canbe made available online together with anemail address to send responses to.

Online consultation using structuredtemplates is more complex and usessoftware that is designed to emulate theface-to-face methods used in facilitatedworkshops. Different templates can be used,for example, to allow participants tobrainstorm ideas, identify issues, prioritisesolutions, or comment on consultationdocuments.

The relatively informal nature of onlinecommunication can foster both deliberationand build a sense of community. Onlineconsultation enables participants to commentin detail and those commissioning theprocess to collate responses and present theresults back to participants quickly,comprehensively and transparently.

The fact that the participant comments do notneed to be transcribed adds real benefit andspeeds up analysis.

Used for:

• Online consultation can be used to givea large number of people theopportunity to comment on an issue(e.g. a new policy development).

• It allows information gathering andgiving without the constraints that groupsize or travel can place on face to faceevents.

Structured Templates allow very largevolumes of feedback to be collated, analysedand presented back to participants swiftlyand transparently.


• Electronic processes are very flexiblewhen it comes to the number andlocation of participants, but do notpresume that everyone has easyaccess to the Internet or that everyonecan navigate it with ease.

• Organisers must ensure that literacyand/or the 'digital divide' does notprevent participation, usually byorganising alternative methods ofparticipation.

Cost:

Hosting an online consultation cuts costs forvenues and postage, but has costs of itsown. These can include process design,technology set up, or the cost and effort ofgetting people to participate in onlineprocesses. It is still necessary to find andrecruit participants in advance of theprocess.

Time Requirements:

• Most online consultations are only inexistence for a few months to discuss acurrent event or situation.

• Shorter than two months doesn't reallyleave enough time for participants tocontribute while letting the consultationbecome a permanent feature tends totransform it into an online forum.


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10

When to use:

• When you have a clear idea of whatyou want to achieve.

• When you are dealing with a largeand/or widely dispersed group ofparticipants.

• When you have a well planned strategyof recruitment.

• When your participants are morecomfortable participating online than inother ways.

• When general input to decisions;informal sharing of ideas betweenparticipants are required.

• When you can offer options forparticipants to prioritise.

When not to use:

• When you cannot ensure that everyonehas the opportunity to join in theprocess or provide an acceptablealternative means of participating.

• If your primary aim is to build strongrelationships.

• When you need intensive deliberation,empowered participants, directdecisions or strong relationshipsbetween participants.

Strengths:

• Allows a large number of people tocontribute.

• Gives all participants an 'equal voice'.

• Can reach people who are unlikely torespond to traditional engagementmethods.

• A quick and accessible mode ofengagement from the participants'perspective.

• Allows participants to discuss an issueat their convenience (regardless oflocation or time).

• Anonymity of online processes canencourage open discussion.

Weaknesses:

• If not carefully planned, onlineconsultations can generateunmanageable amounts of material.

• Excludes people who do not or cannotaccess/navigate the internet.

• The technology can shape the processrather than vice-versa.

• Written communication can be a barrierfor some already marginalised groups.

• Any perceived complexity, such asregistration, can be a barrier toparticipation.

CHECKLIST FOR BETTER CONSULTATION

� Are you clear on the purpose and objectives of your consultation?

� Are you clear on the questions you want to ask in your consultation?

� Have you identified all of the stakeholder groups and individuals thatshould be consulted?

� Have you chosen the most appropriate and inclusive methods ofconsultation, including those that meet the needs of ‘non-traditional’stakeholders?

� Have you allowed for sufficient resources for the consultation?

� Have you considered all of your legal obligations?

� Have you publicised your consultation in online and offline media?

� Have you allowed sufficient time to give stakeholders an opportunityto consider the issues fully?

� Have you planned how you will analyse the submissions receivedduring your consultation?

� Have you planned to evaluate your consultation process and toensure any lessons learned are taken into account for the future?

(Better Government 2005)


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Description:

This is a management-led user involvementsystem. The HSE’s Feedback Policy toinclude comments, compliments andcomplaints is ‘Your service Your say’. Thepolicy is provided for in Irish law and ensuresthat everyone has a right to give feedbackabout the services they have received (HSE2009a).

Comments or complaints can be made in thefollowing ways:

• Submission of the ‘Your Service YourSay’ leaflets that are in each HSEservice.

• Telephone the HSE infoline on 1850 241850.

• Email [email protected]

• Speak directly to a complaints officer

• Talk to any member of staff.

• Comment directly on www.hse.ie

Used for:

Typically feedback from service users isused to help improve the quality of servicesand to learn lessons from any mistakesmade.

When to use:

• To generate new or different ideas tohelp decision makers.

• To get a better understanding of issuesimportant to service users.

• To encourage greater debate.

• Helps to monitor existing services andidentify where changes may be needed.

Strengths:

• Is a structured system of response touser feedback and complaints.

• Valuable resource because it isrestricted to users who have identifiedpossible areas for service improvement,or replication elsewhere.

• Allows a large number of people tocontribute to the improvement ofservices.

• Gives all participants an 'equal voice'.

Weakness:

• Requires staff understanding of thevalue of feedback.

• Not representative of the completepatient experience, or necessarily theworst or best service experience.

• Service users if vulnerable may not feelconfident in commenting on the service.

• Management led.

3.2 COMPLAINTS HANDLING

Your views and comments help us toimprove our services.

How to make a comment or complaint:

Your Guide to the HSE’s Comments and Complaints Policy

your serviceyour say

Your Guide to the HSE’s Comments and Complaints Policy

) Talk to a member of staff

☎ Call 1850 24 1850

Fill in the form attachedto the “Your service Yoursay” leaflets

@ E-mail [email protected]

ø Visit www.hse.ie

We want tohear from you

3.3 JOURNEY MAPPING

Description:

Journey mapping is the process of trackingand describing all the experiences thatservice users have as they encounter aservice or set of services, taking into accountnot only what happens to them, but also theirresponses to their experiences. Used well, itcan reveal opportunities for improvement andinnovation in that experience, acting as astrategic tool to ensure every interaction withthe service user is as positive as it can be(NHS 2010).

Journey mapping can challengepreconceptions and help changeperceptions, acting as a call to action andcontributing to culture change.

Journey Mapping Approaches:

There are three types of journey mappingapproaches:

1. Service user experience mapping is aqualitative approach, focused onemotional insights about a service, inorder to tell his or her story with passionand narrative. It’s a powerful way ofengaging both staff and service users.

2. Mapping the system, or processmapping, maps the steps in a processand identifies where to act to make theexperience as easy, pleasant andefficient as possible.

3. Measuring the experience is a form ofmapping that allows you to determinehow well an experience is delivered. Itcan quantify the effect of changes andcontribute to business cases.

The approaches work best of all incombination. Mapping the experience bringsthe story to life and engages the audience.Comparing this with current processes helpsidentify priority actions. Adding quantificationto this tells how many people are affectedand at what cost.

Used for:

• How prospective and current serviceusers use a service and when theyinteract with staff and the system.

• How service users perceive theorganisation at each interaction andhow they would really like the serviceuser experience to be.

• How departments and functions need towork together.

• The potential barriers and obstaclesthat service users encounter.

• How to use this knowledge to design anoptimal experience that meets theexpectations of major service usergroups and achieves competitiveadvantage.


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Diagnostic questions:

Responding positively to any of the followingquestions signifies the potential in engagingin journey mapping processes:

• Do you have gaps in yourunderstanding of the experience thatservice users undergo at the moment?

• Would it help you to have high impactfeedback to challenge conventionalthinking?

• Do you have intractable policychallenges – where you keep tryingthings but without getting anywhere?

• Do you need to convince colleagues inother functions about the importance ofa patient centred approach?

Cost:

• Medium cost depending on whether themapping is done in-house or by anexternal consultant.

When to use:

• To improve efficiency within anorganisation or service.

• To gain an understanding from theperspective of the service user.

• To identify the interdependencies ofprocesses that interact with the serviceuser.

• To identify the different perspectivesand priorities of different user groups.

• To encourage a flexible approach toworking to ensure that the processremains aligned with service userneeds.

When not to use:

• It cannot deliver an understanding ofthe wider community as only serviceusers will be consulted.

Strengths:

• It can encourage a more participatoryapproach to service design andimprovement.

Weaknesses:

• Only works for specific services and itmay not be seen externally asengagement.


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Journey Mapping within the Irish Mental Health Services

The aim of this project is to develop and implement individual care and treatmentplans to support recovery in accordance with Standard 1.1 of Quality Framework forMental Health Services in Ireland (MHC, 2007).

Eleven teams are part of this project, working across a variety of clinical settingsincluding community mental health teams, day hospitals and inpatient units. A teamconsists of service users, carers and mental health professionals. Key to the projectis the active inclusion of service users and carers in all aspects of the collaborative.

The process mapping exercise had two distinct steps and was completed during thepre planning phase. In step 1 each team mapped the service users’ journey fromadmission to discharge from treatment. Each team was provided with a guidancenote on how to complete the process. Results were recorded using a standardtemplate. In step 2 Service users’ opinions on care planning were collected using aquestionnaire, developed for the project. This process was facilitated by the localteam project facilitators in partnership with the Irish Advocacy Network (IAN). A copyof each process map and service user questionnaires were sent to the projectmanager and national results collated. At a team level each team was asked toreflect on the process map, service user questionnaires results and to identify keygoals for the action period. During a national learning event in May 2010, each teampresented their process map and the key findings to each other.

The exercise highlighted a number of common themes across teams includingprocess duplications and complex access routes to the team for service users. Onecommunity mental health team noted after the exercise that the “Processes forensuring smooth movement through the Service from the first point of contact isunclear”. A number of teams have also used the mapping exercise to developpartnerships with clinicians in other areas including accident and emergency staff toimprove the process for service users.

For further details contact Rhona Jennings [[email protected]]


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Description:

Deliberative workshops are a form offacilitated group discussion that provideparticipants with the opportunity to consideran issue in depth, challenge each other’sopinions and develop their views/argumentsto reach an informed end position.

Deliberative workshops are similar to focusgroups although there tends to be morefocus on deliberation. They can takeanything from a few hours to several days toconduct. They are also useful in bringingservice users and providers together. Manyof the methods suggest a “them and us”involvement, this particular method howeveris one that provides an opportunity fordeveloping insight and understanding.

Used for:

Deliberative workshops allow for an in depthdiscussion on a specific topic with a fewpeople over a couple of hours or days.

It allows the organisation conducting theevent to have a greater understanding ofwhat may lie behind an opinion or howpeople's views change as they are given newinformation or deliberate on an issue.


Deliberative workshops typically involvebetween 8 and 16 participants. Who isinvolved will depend on the issue at stake;participants could be selected on the basis ofdemographics, interest group, or randomselection.

Cost:

• Generally, the cost of deliberativeworkshops is not high, unless you needto recruit participants through trulyrandom selection, which can be costly.

• An incentive may have to be offered inorder to get people to participate in theworkshop.

• Additional costs include venue hire(choose an informal setting wherepossible), catering and supportingarrangements, such as childcare.

• Sometimes a deliberative workshopreconvenes on several occasions;which will add to the cost and timerequirement.

Time Requirements:

• Low, unless the workshop takes placeon several occasions.

When to use:

• To access the informed opinion of asmall group of people.

• To observe and track how people'sviews and perspectives change throughdeliberation or as they receiveinformation.

When not to use:

• Deliberative workshops only involvesmall numbers of people and thereforecannot be used to gather statisticallysignificant data to accurately measurepublic opinion.

3.4 DELIBERATIVEWORKSHOPS

• The fact that participants' views aredeveloped through deliberation mayalso mean that they can be criticised fornot being representative of the views ofthe wider public.

Strengths:

• Allows participants the time andresources to consider an issue in depth,including costs, benefits and long-termconsequences.

• Discussing with others givesparticipants an insight into otherperspectives, allowing their own viewsto be developed and challenged.

• Can build and improve relationshipsbetween participants.

• Can give participants new knowledgeand skills.

Weaknesses:

• Like all forms of qualitative research,deliberative workshops are open tomanipulation: how the discussions/activities are framed, how theparticipants are introduced to the topic,and what questions are asked will allinfluence the results.

• Needs work to overcome any powerinequalities and to ensure thatparticipants are comfortable with eachother and feel safe.


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Conducting a deliberation workshop to assess the implementation of the policyand procedures for the management of complaints in the HSE

The technique of deliberative workshop was used to explore the implementation ofthe policy and procedures for the management of complaints in the HSE. Twoobjectives were outlined and discussed through a day long workshop with keystakeholders. For each objective three key challenges were identified

OBJECTIVE 1:To ascertain what elements are proving to be most challenging in relation tolegislation/regulation?”

Top three key challenges identified:

1. Review officer report sent at the same time to the complainant, the complaintsofficer who investigated the complaint, the Executive and or service provider (asper Section 14.8 of the Regulations).

2. Clinical judgement:

• Definition of clinical or professional judgement in legislation, what is included;

• Dealing with complaints regarding clinical judgement internally. Authority ofcomplaints/review officers to deal with clinical judgement issues.

3. Timeframes for reviews are too short:

• Appointing a review officer within 5 working days;

• Completing a review within 20 working days.

• Two or more parts to a complaint and 30 days and 20 day extension (Joint 3rd).

OBJECTIVE 2To ascertain the challenges encountered while managing complaints/reviews?

Top three key challenges identified:

1. Actions from reviews – are the recommendations implemented. Sharing oflearning from complaints.

2. Methodology of complaint investigation.

3. Legal advice in reviews/complaint investigations.

The findings from the deliberation workshop formed part of an overall evaluation ofthe HSE ‘Your Service Your Say’ complaints process. For further details [email protected]

3.5 FOCUS GROUPS

Description:

A facilitator leads a guided discussion of 6-12people on a specific topic. A typical focusgroup normally lasts one or two hours and isnormally recorded and a report is producedof the process and results. This is thendistributed to all the participants. The focusgroup may be watched by the client or otherinterested parties.

Focus groups provide useful information onhow people respond to particular questionsor issues, but the short amount of time limitsthe depth of discussion that can be had.

Used for:

Focus groups allow for:

• In depth discussion on a specific topicwith a few people over a couple ofhours.

• A greater understanding to be sharedwith the service users of what may liebehind an opinion or how peopleapproach an issue.


• Members of the focus group can beselected to be representative of thepopulation at large or of a specificgroup of the population. It can be agood way of engaging marginalisedgroups.

• The group needs to be small (6-12) forparticipants to feel comfortable invoicing their views.

Cost:

• Medium-Low. The cost of focus groupsis generally not very high, unless youneed to recruit participants through trulyrandom selection, which can be costly.

• An incentive may have to be offered tocitizens in order to get them toparticipate in the focus group.

• Additional costs include venue hire(choose an informal setting wherepossible), catering and supportingarrangements, such as childcare.

Time Requirements:

• Low. The focus group event itself isrelatively short but do not overlook thetime required to plan the event, recruitthe participants and write up andrespond to the results of the focusgroup.

• If the topic for discussion is complex orlargely unknown to the participants youmay need to provide reading inadvance.

When to use:

Use focus groups when:

• You want participants to interact in asmall group.

• You are looking to explore the views ofthe wider population or specific groups.

• You need to understand the views ofgroups that would not normally respondto written questionnaires orconsultations.


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• You want to get the views of peoplewho are not native English speakers(through the use of translators).

When not to use:

Do not use focus groups if:

• You are looking for a detailedexploration of an issue, as some peoplefeel that focus group discussions do notallow enough time to discuss things indepth.

• You are looking for quantitative or fullyrepresentative results.

• The participants you want to involve arenot comfortable in a group discussionenvironment.

Strengths:

• High level of participant interaction dueto the small size of the group.

• Can lead to a greater understanding ofhow people think about issues.

• Members can be specially recruited tofit (demographic) profiles.

• Good for getting opinions from peoplewho would not be prepared to givewritten answers. Focus groups can beuseful for getting opinions from non-native speakers, using translators.

• Provides understanding of how peoplethink about issues.

Weaknesses:

• The group may be dominated by one ortwo strong opinions and who mayimbalance the discussion. Someparticipants may feel inhibited to speak.

• Responses are not quantitative and socannot be used to gauge wider opinion.

• The term 'focus group' has been usedwidely and may describe any smallmeeting of people.

• Excludes participation of people withspecific communication difficulties.

Hearing through Focus Groups

In 2010, the National Director of Primary Community and Continuing Care (PCCC)requested a national review of audiology services in Ireland. A key focus of thereview is the integration between PCCC, acute services and external agenciesinvolved in the provision of audiology services.

Whilst invitations for written submissions to the national review process wereadvertised through a number of communication channels (i.e. national newspaper,internet, intranet, social networks etc.), service users were also invited to attendfacilitated workshops, and share their experiences of accessing audiology services inIreland, and to help make appropriate recommendations for the future design,development and delivery of audiology services.

Workshops were held in each of the four HSE regions, targeting adult users, parentsof children accessing audiology services and with children and young peoplethemselves. Workshops in Dublin and Galway were facilitated by members of theHealth Services National Partnership Forum (HSNPF), and an in-house facilitatorwas arranged for the workshops in Cork. A local audiology staff member and aparent representative from the steering group were also in attendance at eachworkshop event.

Three key questions were explored at each of the workshop events:

1. What are the challenges you have experienced since you started to use theservice?

2. What aspects of the service do you think work well?

3. What suggestions do you have that would help improve the service?

For further details contact Shirley Keane [[email protected]]


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Description:

A mystery shopping exercise is conductedusing volunteers who are trained and poseas service users in typical interactions withstaff. The mystery shoppers then record theirexperience. By compiling the results frommultiple mystery shopper sessions you canget a clearer idea of how service usersexperience a particular service.

Mystery shopping was developed in theprivate sector but is increasingly used in thepublic sector. It is recommended to train themystery shoppers well, preferably over twoseparate occasions, with the first looking atgeneral skills and the latter dedicated to thespecific task that the shoppers will beattempting to carry out (e.g. get advice on atopic).

The task or scenario that the mysteryshopper will be working under needs to bewell developed so that the shoppers feelcomfortable in their role. You should alsoprovide the mystery shoppers with falsenames and addresses, and provide themwith a number they can call in case they are'caught out' and need to prove that they arelegitimate mystery shoppers.

Following the visit the mystery shopper fill informs recording their experience. These arethen gathered and collated. In some cases afollow up event is held with all mysteryshoppers to explore common experiences.

Used for:

Auditing the quality of a service usingundercover volunteers.


• Participants should be current orpotential users of the service inquestion. They should be adequatelycompensated for their time and effort.This can be in the form of cash, giftvouchers or other rewards, dependingon the circumstances.

• It is important to ensure that theinvolvement of service users asmystery shoppers is ethicallyappropriate. For example when theservice users are vulnerable groups,young people or people with learningdisabilities you need to pay extraattention to the ethical implications ofinvolving them as mystery shoppers.

Cost:

• Varies, depending on the number ofmystery shoppers, amount of trainingneeded and what kind ofreimbursement they will get.

Time Requirements:

• The recruitment and training of mysteryshoppers can be quite labour intensive.There are firms that do this fororganisations, but this obviously hascost implications.

3.6 MYSTERY SHOPPER

When to use:

You should use mystery shoppers when:

• You want to gain an understanding of aservice form the service users'perspective.

• You want to create a more serviceuser/user centred culture within yourorganisation.

• Your users are willing and able toperform the task of mystery shopping.

• Mystery shopping can deliver a betterunderstanding of the service userperspective.

• You have specific criteria/standardsthat you want to check out/measure.

When not to use:

You should not use Mystery Shoppers when:

• You don't have resources to reward orrecognise participants.

• You don't have time to adequatelysupport and train the mystery shopper.

• The mystery shopping role has thepotential to be dangerous or unethical.

• You are looking to involve service usersover a longer term.

• Mystery Shoppers cannot deliver longterm involvement.

Strengths:

• Powerful way of gathering service userperspective.

Weaknesses:

• Limited to assessing services, cannotadvise on what needs to change.

• Limited short term involvement.

Making a comment, compliment and or complaint within the acute hospitalsetting investigated:

In 2008, a mystery shopper study was carried out to critically assess the processservice users go through in order to find the necessary information on how to make acomment, compliment and or complaint (CCC) about services received within theHealth Service Executive (HSE) Acute hospital sector. It explored the extent to whichlocal ‘Your Service Your Say’ information resources are accessible and wellsignposted so that service users can find the necessary information for themselves.The research for this study was collected from mystery shopping assessments;onsite hospital audits, and questionnaire surveys. The study is available to view inthe HSE Lenus Library.

For further details contact Rachel McEvoy [[email protected]]


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Description:

Whilst more commonly referred to in theliterature as a ‘consumer panel’ or ‘consumerforum’, a service user panel is a method ofinvolvement that enables a range ofstakeholders to come together to discuss anissue(s) and reach consensus on ways toimprove delivery and quality of services.

Service user panels usually take the form ofa workshop and it is important to outline aclear purpose and the time required forparticipants' involvement right from thebeginning (HSE 2009).

There also needs to be very clear lines offeedback between the panel members andthe decision-makers.

Used for:

• Getting users' views on theirexperiences and expectations ofservices and testing their reaction tochanges and proposals.

• It can also be used to find and generateideas for improvements.


• A user panel should be relatively smallto allow quality interaction betweenparticipants.

• Some organisations recruit a large poolof users so that they can draw outsmaller groups to be consulted on aparticular issue.

• These groups can be targeted to reflectcertain subgroups of users, such aspeople with disabilities, or ethnicminorities.

• It is best to include a diverse range ofusers in the panel, being mindful of theEqual Status Acts 2000 and 2004.

Panel members should not remain on thepanel indefinitely, after a while participantstend to become too knowledgeable about theservice delivery organisation and may cometo identify with it and so lose credibility withother users.

Cost:

• The panel needs to be facilitated in aneutral way and panel members shouldat least receive their expenses.

• Arranging free transport to and frommeetings can be appropriate, especiallyif the service users are the elderly orhealth care users.

• It is hard to assess the costs of runninga panel as it depends greatly onwhether or not you have in-housefacilitation skills, where the groupsmeets, how large it is and how often itmeets.

Time Requirements:

• User panels are usually ongoing (withparticipants being replaced as timegoes on). A member of staff will need toprovide support for the panel.

3.8 SERVICE USER PANELS

• The accountability and credibility of thepanel can be increased if you allowtime for representatives to refer back towider user groups.

When to use:

• You should use user panels when youare working with people who are notusually heard, for example those withlearning disabilities, children, and theelderly.

• When you want to establish a two-waydialogue between service providers andusers.

• When you want to set up a soundingboard for new approaches or proposalsrelating to services.

• As a way of identifying emergingproblems.

• As a sounding board on which to testplans and ideas, relatively quickfeedback and continuing dialogue withservice users.

When not to use:

• When service providers and plannersdo not support the work and areunwilling to respond torecommendations and considerimplementing change.

• When service providers and plannerssee user panels as the only way ofgetting user feedback.

• When you want to gather statisticalinformation.

Strengths:

• Changes can be tracked over time.

• Most people can participate with thehelp of an interpreter, advocate, carer.

• Solution focused.

• The panel members are well informedon the issues.

Weaknesses:

• Time consuming/long-termcommitment.

• The panel is not necessarilyrepresentative.

• A small number of people maydominate the group.

• May not take into account relevantneeds of non-users of services.

A document highlighting ‘Best PracticeGuidelines for Establishing and DevelopingService User Panels in the Irish HealthServices’ (2008) is available for download atwww.lenus.ie or at www.hse.ie


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A service user panel established and delivering results inLuke’s Hospital, Co Kilkenny

The service user panel in St. Luke’s Hospital, Kilkenny has achieved many tangibleoutcomes since its inception. The most highlighted outcome from both data collectionmethods was the appointment of a Patient Liaison Officer, and the sense of pride inthis particular outcome was highly evident during both focus groups.

Other outcomes highlighted include:• The appointment of a complaints officer;• The acknowledgement of the group as a force for change;• The development of a Care of the Dying Hospital Initiative;• The incorporation of patient views at various levels in developments

and strategy initiatives in the hospital;• Development of a Patient Information Booklet;• Patient representation on a number of sub-groups and committees in

the hospital, for example, maternity;• Involvement in the development of the new Out-Patients Block• Change in visiting hours;• Improved communication between the hospital and its service users.

Hospital forum promoting greater service user involvement

A 10-person forum made up of service users and heads of different sections of EnnisHospital is working behind the scenes at the hospital to promote and encourageservice user involvement in all aspects of their care.

As a result of the forum the hospitals has developed service user folders for all wardsand departments within the hospital and are currently yin the process of informationsessions for staff towards improving the service user experiences.

Councillor Considine explained that earlier this year the hospital sought service usersof the hospital to join an advisory committee. “I was anxious to joint this. I hadpersonal experience of Ennis hospital’s service last year and my life was saved there.I knew for certain that I wanted to be involved in this forum.While my experience inthe hospital had been good, obviously during my stay there I made certainobservations, which are informing my contribution and discussion on this forum”.

The Forum has one main committee, on which all members sit, and a number of subcommittees, including hygiene, which focus on certain aspects of the hospital.For further details contact.

3.9 ONLINE FORUMS

Description:

Online forums, are sometimes referred to asmessage boards, web forums or chat roomsprovide a space for online debate anddiscussion. The discussions on forums areusually organised by 'threads', that isresponses to an initial message aredisplayed sequentially.

Used for:

Discussions on online forums can fill avariety of roles. They can be hosted bydecision making organisations orindependent organisations.

Decision makers might for example presentthe various options they are considering for adecision and solicit comments about people'spreferences. Alternatively an online forumcan be used to discuss an issue beforeconcrete options have been developed toinform thinking. Discussion forums can alsobe used for more general conversations oras a tool for community self-organising.


Online forums can be open to all who wish totake part or limited to specific groups.

A key challenge can be to get enough activityon the forums. In general it can take sometime before people begin to post messagesas opposed to just reading what others havewritten. If the forum is under-used chancesare that people will not spend much time onit.

Solutions to this include identifying andencouraging active users to post, providingoptions for registering agreement withexisting posts for those visitors who do notfeel comfortable posting their own messageand choosing topics which are likely toengage participants.

Cost:

The cost of running an online forum varies.However, it does not have to be high, so itcan be a quick and easy way of gatheringpublic feedback on an issue. Howevermaintaining an online presence so thatpeople are aware of the forum's existencecan have costs attached to it, as can stafftime to set up and moderate the forum (seebelow).

Time Requirements:

The time required varies. If a forum becomessuccessful it can be highly intensive tomanage. Forums require moderation, whichis someone to maintain control over what isposted on the site to ensure that nothinginappropriate or illegal is posted.

When to use:

• When you want to explore people'sperceptions of specific options.

• When you want to have an opendiscussion about an issue.

• When your intended participants arewilling to engage online.


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When not to use:

• When some of your intendedparticipants are unable or unwilling touse the internet.

• When you do not have the time orresources to moderate the forum.

• When you are looking for in-depthdeliberation.

Strengths:

• Participants can access it at any time.

• Anonymity of internet can help peoplefeel comfortable stating their views.

• Feedback can be gathered quickly.

• Online forums combine the spontaneityof verbal communication with the clearrecords of written communication.

Weaknesses:

• Limited deliberation on online forums,many people just post their commentsand do not engage with what othershave said.

• Limited to those with internet access.

• Can be difficult to get people to post.

• Requires moderation – un-moderatedOnline Forums are often chaotic butanonymous and unaccountablemoderators can also frustrateparticipants.

SpunOut.ie has become a major force in effectively reaching, engaging andsupporting young people when it comes to their health and wellbeing. SpunOut.ieprovides information, support and opportunities to over 500,000 users per year and isnow being recognised internationally, with interest from health services abroad.

The SpunOut.ie Online Forum is a friendly and non-judgmental space where youngpeople can anonymously vent, seek peer-to-peer support, and get further informationabout their particular issues from well trained Forum Moderators. Sub-sections of theSpunOut.ie Forum include: Activism, Politics, Protest; Sex & Relationships; Alcohol &Drugs; Everything Goes!; Mind Matters.

Forum traffic shows an interest in interacting about a wide variety of topics, someweeks presenting more heavy hitting issues, while others touch on more fun andlight-hearted topics.

Strongest Forum Benefits:

• Safe space for anonymous discussion and support.

• Guaranteed 24 hour response time from Moderators; realistically much quicker.

• Clear evidence of young people being signposted to support.

Sample of User Feedback:

• I'd like to thank you all so much for the replies, advice and support on here, this siteand forum is amazing!!

• It feels like yesterday when I stumbled across this site and was debating with myselffor days on end whether or not to post something. I'm glad I did though, it’s just soeasy to talk here and even though sometimes I feel like I'm whining or even lookingback on some of the don’t know how yous made sense of them. But I really have tothank you's all.You've been brilliant really and if I didn't have here to just let it out abit, I don’t know what I do. So thanks guys.

• cheers alllllll 4 ur advice feel so much more confident in wat 2 do.

In order to be clear that the SpunOut.ie Forum is NOT a support service, it is clearlystate that:

“This forum does not provide counselling or online professional support. SpunOut.iestaff and volunteers cannot offer advice, support or counselling.”

SpunOut.ie recently sharpened this disclaimer in order to prevent young people ingrave crisis coming to us for more interactive, immediate and direct support, as weare not equipped to address this level of service. The new disclaimer is viewableclearly throughout the Forum.


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3.10 SURVEYS

Description:

The word survey is used most often todescribe a method of gathering informationfrom a sample of individuals. The sample isusually just a fraction of the population beingstudied. Surveys can be classified by theirmethod of data collection. Postal, Electronic,telephone interview, and in-person interviewsurveys are the most common.

Used for:

Surveys should be seen as part of a qualityimprovement process, which includesevaluation and dissemination of results tokey players, consultation and development ofplans for improvement, implementation ofplans, and re-evaluation to measure gainsand identify new priorities for improvement.However, all too often this does not occur assurveys are carried out in isolation andconsequently they are frequently seen asirrelevant. The ability to continuously monitorpatient satisfaction would represent a stepforward in the measurement of patient’sexperience.

Cost:

The cost of running a survey variesaccording to:• Method of delivery (i.e.

postal/telephone/email).

• Size of population being surveyed.

Online survey present a relativelyinexpensive survey option, particularly forlarger samples. The turnaround of results isquick and the interactive element of thismethodology offers the opportunity to exploreissues more creatively.

Time Requirements:

• Will be determined by the size andcomplexity of the survey.

When to use:

• When you wish to reach a large numberof respondents with relatively minimalexpenditure.

• When you want to explore people'sperceptions of specific options.

When not to use:

• When you are looking for in-depthdeliberation.

Strengths:

• Anonymity of surveys can help peoplefeel comfortable stating their views.

• Feedback can be gathered quickly.


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INSIGHT 07

Following on from the Health Service Executives (HSE) national survey ofEmergency Departments, the HSE published ‘INSIGHT 07’, a national survey ofconsumer satisfaction with the health and social care services in Ireland

Commissioned by the HSE and carried out by the School of Public Health andPopulation Science in University College Dublin in partnership with LandsdowneMarket Research, this was the first time that a study of this scale has beenundertaken among a nationally representative sample of people who have used theHSE’s hospitals and community services.

The survey involved detailed face-to-face interviews with 3,517 people across thecountry who were asked about their experience of the public health and social careservices during the 12 months preceding the survey. The results clearly show thatthere is strong satisfaction with health services and a high degree of confidence andtrust in health professionals.

For further details contact June Boulger [[email protected]]

Weaknesses:

• Can be difficult to get people tocomplete and return surveys.

• Limited room to explore people’sexperiences or clarify questions ifrequired.

• Complex data collection andinterpretation require good organisationand can be quite timely.

• No explanation as to why respondentsthink in a particular way.

The following websites are particularly usefulif exploring the use of surveys:www.surveymonkey.comSurveymonkey is one of the leadingproviders of web-based survey solutionswww.pickereurope.org/surveysPicker Institute Europe has expertise inmeasuring experiences of healthcare - thoseof patients, staff and the public.


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4.0 WHEN ENGAGING IN SERVICE USER INVOLVEMENT PROCESSES

4.1 DO:

� Remember, improving service user involvement involves changing minds –positive attitudes and behaviours make a difference.

� Ensure senior leadership and commitment.

� Ensure effective channels of communication. Communication will not justhappen, it must be planned, and actively encouraged and promoted.

� Select the method of involvement that matches the purpose you have identifiedand the needs of the service users.

� Employ a range of different communication methods to include those for whomEnglish is not their preferred language of communication and for service userswith sensory disabilities.

� Ensure that participants, particularly those whose voices are seldom heard, aregiven an opportunity to participate in inclusive and diverse ways. Rememberthere should be no discrimination of membership, or recommendations toservice providers, on the nine grounds outlined in the Equal Status Acts 2000and 2004.

� Ensure that resources, including staff time, are factored into the plan at theoutset.

� Establish terms of reference (ToR), as these will set out a ‘road map’. They givea clear path for the progression, by stating what needs to be achieved, by whomand when. There must then be a suite of deliverables which conform to therequirements, scope and constraints set out in the ToR.

� Use feedback to identify what is working well – recognise, reward and promotegood practice (Picker Institute Europe 2009).

� Ensure a ‘process’ and ‘outcome evaluation’ of the respective service userinvolvement process is carried out. The process evaluation will help improveupon involvement practices, whilst the outcome evaluation will help determinethe degree to which engaging with service users has impacted on servicedelivery.

� Build ongoing opportunities for dialogue with organisations/groups representingservice users.


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4.2 DON’T:

� Expect a ‘quick fix’, changing minds takes time, and by creating a structuredapproach you will be able to monitor success.

� Decide upon a method of engaging and collating feedback withoutunderstanding the context, business case and ongoing costs.

� Ignore the need to invest in capability and capacity to implement a soundapproach.

� Use technical jargon. Plain language must always be used. It should be jargonfree and without abbreviations to ensure understanding. Jargon has thepotential to intimidate service users and subsequently can prevent membersfrom engaging with the person using it.

� Proceed with service user involvement processes before you are clear aboutwho is responsible and accountable for using the feedback to improve patientexperience and quality of services.

� Forget to feedback to staff and to tell service users how you have used theirfeedback to improve services.

� Ignore previous relevant service user involvement processes/outcomes. Thereis a high risk of contributing to “consultation fatigue” among many individualsand groups of service users who have offered their views before but haven’tseen any resultant change.


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4.3 10 GUIDING PRINCIPLES FORWORKINGTOGETHER

1. Behave openly and honestly – there are no hidden agendas, but participants also respectconfidentiality.

2. Behave towards one another in a positive, respectful and non-discriminatory manner.

3. Recognise participant’s time is valuable and that they have other commitments.

4. Recognise existing agency and community obligations, including statutory requirements.

5. Encourage openness and the ability for everyone to take part.

6. Take decisions on the basis of agreed procedures and shared knowledge.

7. Identify and discuss opportunities and strategies for achieving change, ensuring that:

• Key points are summarised, agreed and progressed

• Conflicts are recognised and addressed

8. Effectively manage change by:

• Focusing on agreed purpose

• Clarifying roles and who is responsible for agreed actions

• Delegating actions to those best equipped to carry them out

• Ensuring participants are clear about the decisions that need to be made

• Ensuring that, where necessary, all parties have time to consult with those theyrepresent

• Co-ordinating skills

• Enhancing skills where necessary

• Agreeing schedules

• Assessing risks

• Addressing conflicts

• Monitoring and evaluating progress

• Learning from one another

• Seeking continuous improvement in how things are done

9. Use resources efficiently, effectively and fairly.

10. Support the process with the administrative arrangements that enable it to work (NationalStandards for Community Engagement 2008).


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1. Always ask the Deaf person how they want to communicate, never assume.

2. Make good eye contact. Look directly at the Deaf person. Don’t look away,cover your face, chew gum or have a pen in your mouth etc. whencommunicating with a Deaf person.

3. Ensure the Deaf person is looking at you before you attempt to communicate.

4. Don’t stand with a light or a window behind you. The light needs to be on yourface.

5. Be responsive: nod rather than saying ‘hmmm’. Use gestures, body languageand facial expressions to communicate the emotion of a message whereappropriate.

6. Speak clearly and at a slightly slower pace, but don’t shout or over-enunciatemouth movements as this will distort your lip patterns. Keep your head fairlystill.

7. Relax and be patient. If you’re really stuck, you can write something down.

8. Be prepared to repeat and rephrase information.

9. Refer to visual information during conversations.

10. Best of all: learn some Irish Sign Language (CPA & Deaf Society 2005).

4.4 10 GUIDING PRINCIPLES FOR COMMUNICATINGWITHTHE DEAF IRISH SIGNLANGUAGE COMMUNITY


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4.5 10 COMMANDMENTSWHEN COMMUNICATINGWITH CHILDREN ANDYOUNGPEOPLE

1. Question your own beliefs about children and young people.

2. In all communication use clear and simple (not patronising but jargon free) language.

3. Welcome their views and reassure them that being critical of a service will not mean thatthey will be refused a service.

4. Let them know that they can ask their parent or another responsible adult to ask questionsor make comments on their behalf.

5. Be mindful of the needs, rights and responsibilities of parents/guardians who influence andare impacted by your interaction with the child or young person. For information onconsent, confidentiality and specific methodologies: www.hse.ie/go/workingwithchildren

6. Be clear about the limits of your relationship. It is important to build up trust but do not offeranything that cannot be delivered or maintained. Remember, the child/young person mayhave mixed experiences of relationships developed with service providers and otheradults.

7. Always demonstrate evidence that changes have been brought about through children andyoung people’s involvement.

8. Only put in place participation structures that can be supported and maintained. Childrenand young people should only be invited to participate in such structures if they are given aclear mandate and opportunity for direct impact/change.

9. Children and young people are diverse. Ensure that your approaches give dueconsideration to age, gender, ethnicity, culture and ability.

10. Avail of training where possible. Useful resources on best practice and specific guidelinescan be found on: www.hse.ie/go/workingwithchildren

The above commandments are sourced from the HSE Working with Children and Young Peoplea Quick Guide for Frontline Staff. The Guide aims to raise awareness of the responsibilities ofall frontline staff in relation to your work with children and young people. More details areavailable from www.hse.ie/go/workingwithchildren

For further details contact Celia Keenaghan [[email protected]]


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Weblinks:http://www.hse.ie/eng/services/ysys/SUI/Library/www.peopleandparticipation.netwww.involve.org.ukwww.pickereurope.org/index.phpwww.library.nhs.uk/ppi/

Contacts:June BoulgerNational Lead for Service User InvolvementConsumer Affairs Corporate [email protected]

Rachel McEvoyResearch OfficerConsumer [email protected]

Dr. Celia KeenaghanLead for Child and Youth ParticipationChildren and Families Social [email protected]

Ann Breen*Senior Medical [email protected]

Brid Boyce**Hospital Accreditation [email protected]

5.0 ADDITIONAL RESOURCES

** Both Ann and Brid have considerable expertise in the establishment and running of service user panels withinthe HSE. They have also recently submitted a Masters thesis in this area of study in part fulfilment of the Degree ofMSc in Quality in Healthcare, School of Healthcare Management, Royal College of Surgeons in Ireland, Dublin.Additional Resources.


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There are further local resources withinChange & Process (HSE Change Hub),Health Services Partnership Forum (HSNPF)or Performance and Development that mightbe of help when engaging in service userinvolvement processes, processes which formany will require organisational change (seebelow for relevant contact details).

The HSE Change Hub is an on-line resourceoffering practical assistance and advice onmanaging change in the Health & Social

Care Services. In addition to a complete setof tools and templates required in managingany change project, the Change Hubenables collaborative working through secureon-line sharing of documents and projectmaterial as well as engagement andfeedback opportunities on all aspects ofchange and service improvement in theHealth and Social Care Services. First timeusers to the Change Hub will need toregister on www.hseland.ie and then click onthe blue Change Hub icon.

Name

Sé O'Connor

Asst. National Director of Organisation

Development & Design

Patricia Blunden

Project Manager

HSE Change Management Resources

HSE Dublin Mid Leinster

Mary Sheehan

Area Head Organisation Development

& Design - HSE DML

Denise Keoghan Organisation

Development & Design, HSE DML

Jennifer Garry, Organisation

Development & Design, HSE DML

Email

[email protected]

[email protected]

[email protected]

Phone

(01) 635 2372

(01) 274 4202

(045) 880 410/

446

(057) 935 7835

(057) 935 7891

086 381 1513

Address

Corporate Change & Process

Unit, Health Services Executive,

Room 228 Dr. Steevens'

Hospital, Dublin 8.

Change & Process

Health Services Executive,

2nd Floor, Block B, Civic Centre,

Bray, Co. Wicklow.

ODD Unit, HSE Dublin Mid

Leinster, Oak House, Limetree

Avenue, Millenium Park,

Naas, Co. Kildare.

ODD Unit, HSE DML Unit 4,

Central Business Park,

Clonminch, Tullamore,

Co. Offaly.


39

Name

Oliver Smith

Partnership Facilitator

Teresa Hanley


Karen Lodge


Liz White


Seosamh Ó Maolalaí


HSE Dublin North East

Caitriona Heslin


& Design - HSE DNE

Michael Kelly

Partnership Faciltator

Rosaleen Kelly


Carol O'Reilly


Email

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

Phone

(057) 932 7177

(01) 414 5925

(045) 880 400

(01) 274 4329

(01) 616 7407

(046) 928 0533

(01) 616 7409

(01) 803 4174

(01) 616 7408

Address

C/O Dermot Hehir's Private

Rooms, Arden Road, Tullamore,

Co. Offaly.

Adelaide & Meath Hospital

(incorp. NCH), Tallaght,

Dublin 24.

Human Resources Department,

Oak House, Limetree Avenue,

Millennium Park, Naas,

Co. Kildare.

Block B, Civic Centre, Main

Street, Bray, Co. Wicklow.

3rd Floor, Block 2, Phoenix

House, Conyngham Road,

Dublin 8.

ODD Unit, Dublin North East,

Dublin Road, Kells, Co. Meath.



Dublin 8.

Partnership Office,

25A/B Rosary House, Mater

Misericordiae Hospital, Eccles

Street, Dublin 7.



Dublin 8.


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Name

Eilish McKeown


Jo Hardwick


Mai Kearns McAdam


HSE South

Judy Foley


& Design - HSE South

Lesley Hewson


Anne Nee


Dolores Geary


HSEWest

Libby Kinneen


& Design- HSE West

Brendan Murphy

National Oranisation Development &

Design Manager - HSE West

Email

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

Phone

01 616 7400

01 6234679

041 9875207

021 492 3719

087 6471087

051 848791

021 4923753

021 4923724

091 775 953

061 312 700

Address



Dublin 8.

Admin Block, St. Mary’s Hospital,

Phoenix Park, Dublin 2.

2nd Floor, St. Theresa’s Nurses

Home, Our Lady of Lourdes

Hospital, Drogheda, Co. Louth.

ODD Unit, HSE South,

Aras Slainte, Wilton Road, Cork.

C/O Administration Office,

Kilcreen Orthopaedic, Hospital,

Kilkenny.

Partnership Office, Front Block,

St. Patrick’s Hospital, John’s Hill,

Waterford.

Partnership Office, HSE South,

Floor 3, Áras Sláinte, Wilton

Road, Cork.

ODD Unit, HSE West, Nurses

Home, Merlin Park, Regional

Hospital, Galway.

ODD Unit, HSE West, Partry

House, Parnell St., Limerick.


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Name

Vera Kelly

Organisation Development and Design

Consultant – HSE West

Marie O'Haire


Michele McGirl

Trainer/Facilitator

Billy Gallagher


Eamon Naughton


Esther-Mary D'Arcy


Marian Doran


Siobhan Patten

Area Performance & Development

Manager, HSE West

Karen Crawford

Training Officer

Anne Broderick

Senior Executive Officer

Email

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

Phone

(091) 775 953

(094) 904 2338

(071) 982 2100

(074) 912 2033 /

(074) 912 9371

(091) 792 316

(091) 548 391

(071) 985 2000

087 997 9280

(091) 775 489

(071) 982 2100

(091) 775 865

Address

ODD Unit, HSE West, Nurses

Home, Merlin Park, Regional

Hospital, Galway.

31-33 Catherine St., Limerick

Limerick, North Tipperary,

Partnership Office, Mayo

General Hospital, Castlebar, Co.

Mayo.

Performance & Development

Saimer Court, Ballyshannon

Co. Donegal.

Training Centre, Kilmacrennan

Road, Letterkenny, Co. Donegal.

National Federation of Voluntary

Bodies, Oranmore Business

Park, Oranmore, Co. Galway.

HSE Western Area Partnership

Office, West City Centre,

Seamus Quirke Road, Galway.

HSE West, C/O Health

Promotion, Saimer Court,

Ballyshannon, Co. Donegal.

Performance & Development HR

Building, Merlin Park, Galway.

Performance & Development,


Co. Donegal.

Performance & Development HR

Building, Merlin Park, Galway.


42

Name

Mona Eames

Senior Executive Officer

Elaine O'Doherty

Training Co-Ordinator/Facilitator

Marie Liston

Support Services Training &

Development Co-ordinator

Anne Hargadon

Trainer

Head Office Based

John McAdam

National Coordinator, HSNPF

Email

[email protected]

[email protected]

[email protected]

[email protected]

[email protected]

Phone

(091) 775 866

(074) 912 3653

(071) 982 2100

(071) 982 2100

(01) 616 7405

Address


HR Building.Merlin Park, Galway.


Millenium Court, Pearse Road,

Letterkenny, Co. Donegal.



Co. Donegal.



Co. Donegal.



Dublin 8.


43

Breen, A and Boyce, B. (2007). Establishing best practice generic guidelines for setting up andconducting a service user panel within an acute hospital setting using action research.Submitted in part fulfilment of the Degree of MSc in Quality in Healthcare, School of HealthcareManagement, Royal College of Surgeons in Ireland, Dublin.

Community Development and Health Network (2008). Engagement Toolkit for Commissioners.Retrieved from the World Wide Web www.cdhn.org

Chambers, R., Drinkwater, C. and Boath, E. (2003). Involving Patients and the Public. How to doit better. 2nd Edition. Radcliffe Medical Press.

Combat Poverty Agency & Irish Deaf Society (2005). Communicating with Deaf People.Deaforward, National Deaf Advocacy Initiative. Posters Presentation.

Department of Health (2009). Understanding what matters: A guide to using patient feedback totransform services. Retrieved from the World Wide Web www.nhs.co.uk

Draper, M. (1997). Involving service users in improving hospital care: Lessons from AustralianHospitals, Canberra. Department of Health and Family Services.

HeBE (2002). Community Participation Guidelines: Health Strategy Implementation Project.

HSE (2009a). Your Service Your Say, Your Guide to the Heath Service Executive’s FeedbackPolicy. Retrieved from the World Wide Webhttp://www.hse.ie/eng/Your_Service_Your_Say/Your_Service_Your_Say_Publications.html

HSE and DoHC (2008). National Strategy for Service User Involvement in the Irish HealthService 2008-2013. Retrieved from the World Wide Webhttp://www.hse.ie/eng/Your_Service_Your_Say/Your_Service_Your_Say_Publications.html

HSE (2009). Best Practice Guidelines in Establishing and Developing Service User Panels inthe Irish Health Service. Consumer Affairs. Retrieved from the World Wide Webhttp://www.hse.ie/eng/services/ysys/SUI/Library/

REFERENCES


44

Literacy Advisory Service. Writing and Design Tips. NALA. Retrieved from the World Wide Webhttp://www.nala.ie/sites/default/files/documents/cmcnally/Writing%20and%20Design%20Tips.pdf

Ministry of Consumer Affairs (2004). Service user Representation; Recruiting Effective Serviceuser Representatives. Retrieved from the World Wide Webhttp://www.consumeraffairs.govt.nz/aboutus/consumer-rep/Recruit.pdf

National Standards for Community Engagement. Indicators for the working together standard.Communities Scotland. Retrieved from the World Wide Webhttp://www.scdc.org.uk/national-standards-community-engagement/

NHS (2009). Understanding what matters: A guide to using patient feedback to transformservices. Retrieved from the World Wide Web www.dh.gov.uk/publications

NHS (2010) Customer Journey Mapping: A Practitioners Guide. Retrieved from the World WideWeb http://www.library.nhs.uk/PPI/ViewResource.aspx?resID=327116

People and Participation.net (2009). Your Gateway to Better Participation. Retrieved from theWorld Wide Web www.peopleandparticipation.net

Picker Institute Europe (2009). Using Patient Feedback. Retrieved from the World Wide Webwww.pickereurope.ie

Pillinger J. (2010). Formative Evaluation of the Joint Community Participation in Primary CareInitiative. Available for download at http://www.hse.ie/eng/services/ysys/SUI/Library/

Tritter, J. (2009). Revolution or evolution: the challenges of conceptualizing patient and publicinvolvement in a consumerist world. Health Expectations, 12, pp.275-287

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